During this lesson, which will span three days, we will first conduct an amino acid activity. We will use the amino acid wheel to complete a given chart, then we will investigate protein translation through a PowerPoint presentation and then conduct another activity called follow the bouncing codon.
Objectives:
Students will be able to name amino acids using the given chart
Students will be able to identify the base sequence to determine what amino acid is formed
Students will be able to use codons and anticodons to create amino acids
Materials:
Amino Acid Activity
PowerPoint Presentation- is guiding entire unit, both activities are included
Follow the Bouncing Codon Activity
Opening: I will begin the class with the attached amino opening sheet (below is step 1 of 6)
Ask students: "How do we communicate with each other (meaning between human beings)?" (Students should respond with such answers as talking, singing, and physical gestures.) Ask your students, "How would two human beings communicate if they did not speak the same language?" (Students might respond with simple terms or gestures signifying their message.) Ask the students the significance of words in a language. (Students would reply with such answers as words indicating a direct act, thought or feeling). In the early days of transcontinental communication, messages were sent by an electronic pattern called Morse Code. Let us investigate how words can be translated into a non-verbal means of communication.(20 minutes)
After that, we will watch the amino acid song, I will play it twice for the students. Then I will ask what they know about amino acids and write that on the board. Then I will hand out the activity and put it on the projector so the whole class can see it and we can work on it together.
Learning Activities:
Students will conduct the amino acid activity. (see attached)
They will be given a handout with an amino acid wheel which graphically shows how the order of bases determines which amino acid is formed and will be a chart to fill in based on their wheel. One axis is bases and the other amino acids that they form and they have to fill in which bases make the given amino acid and which amino acid is made of certain bases
Once they are done (15 mins) we will go over the chart together to make sure students have the right answers. I will also make up on my own 3 more examples of base pairs and ask which amino acids they make and call on students to answer and vice versa with an amino acid and which base pairs would make it. This will force students to use the charts on the spot to find the answers.
They will hand in the amino acid activity and I will start a PowerPoint about protein translation (30 mins) modeling the process together on the board and drawing in notebooks
PowerPoint will lead into the next activity called follow the bouncing codon.
The students will have another chart with codons and anticodons to determine which amino acid is made.
From the amino acids that they create, they will form proteins. This will be individual work. We will also go over this together as a class and I will make up examples and ask students to to make sure student knowledge is solid (30 mins).
Both activities will be handed in and graded as class participation.
With the remaining time (20 mins), I will tell students that at the end of the unit we will be having an essay exam. So, we will review the main topics of the unit thus far and discuss what possible topics for the essay exam could be.
Closing: I will wrap up the lesson by recapping what we learned about how through these activities, anticodons and codons match up to make proteins all from nucleotides that make amino acids. I will model this on the board creating a flow web. I will also tell them to use the possible topics that we discussed to organize possible answers to the essays that could be asked for their upcoming essay exam. We will cover more material also that will be included but this is a start.
Unit: 10th Grade Genetics
Title: Let's Spin the Amino Acid Wheel!
Lesson Overview:
During this lesson, which will span three days, we will first conduct an amino acid activity. We will use the amino acid wheel to complete a given chart, then we will investigate protein translation through a PowerPoint presentation and then conduct another activity called follow the bouncing codon.Objectives:
Students will be able to name amino acids using the given chartStudents will be able to identify the base sequence to determine what amino acid is formed
Students will be able to use codons and anticodons to create amino acids
Materials:
Amino Acid ActivityPowerPoint Presentation- is guiding entire unit, both activities are included
Follow the Bouncing Codon Activity
Links to Resources:
Amino Acid Song:
http://www.youtube.com/watch?v=0hkLA0yeWtU
Safety Issues:
NoneInstruction:
Opening: I will begin the class with the attached amino opening sheet (below is step 1 of 6)Ask students: "How do we communicate with each other (meaning between human beings)?" (Students should respond with such answers as talking, singing, and physical gestures.) Ask your students, "How would two human beings communicate if they did not speak the same language?" (Students might respond with simple terms or gestures signifying their message.) Ask the students the significance of words in a language. (Students would reply with such answers as words indicating a direct act, thought or feeling). In the early days of transcontinental communication, messages were sent by an electronic pattern called Morse Code. Let us investigate how words can be translated into a non-verbal means of communication.(20 minutes)
After that, we will watch the amino acid song, I will play it twice for the students. Then I will ask what they know about amino acids and write that on the board. Then I will hand out the activity and put it on the projector so the whole class can see it and we can work on it together.
Learning Activities:
Closing: I will wrap up the lesson by recapping what we learned about how through these activities, anticodons and codons match up to make proteins all from nucleotides that make amino acids. I will model this on the board creating a flow web. I will also tell them to use the possible topics that we discussed to organize possible answers to the essays that could be asked for their upcoming essay exam. We will cover more material also that will be included but this is a start.
Assessment:
Amino acid chart and codon chartHomework:
Study for ExamAdditional Notes: